Task design


An assessment task meets quality assessment criteria if the task:

1. is able to elicit a range of performance (it is relevant and valid)

In practice this means the task:

  • allows students to demonstrate achievement at different levels across the Achievement Standard, for example, their achievement is: developing (below satisfactory), consolidating (satisfactory), extending (above satisfactory)
  • builds on prior knowledge and understanding

2. elicits evidence of student knowledge, understanding and skills, as described in the Good News for Living Curriculum (including the Achievement Standard) for each year level (it is relevant) 

In practice this means the task:

  • addresses key curriculum content descriptions within the Good News for Living curriculum
  • is aligned to the Achievement Standards


3. makes a positive contribution to student learning, and forms an integral part of the teaching and learning process (it is educative)

In practice this means the task:

  • aligns to school scope and sequence documentation
  • supports positive engagement of students
  • supports students to move from surface to deep learning

4. is inclusive, by providing opportunities for all students to demonstrate what they can understand and do (it is fair and equitable)

In practice this means the task:

  • is appropriate for all students
  • is inclusive of students’ individual learning needs
  • allows opportunities for students to respond in different ways


5. is incorporated easily into usual classroom activities (it is manageable)

In practice this means the task:

  • is able to be completed within the planned time frame (class time)
  • draws on resources readily available to all students


6. demonstrates good assessment practice, based on the agreed assessment principles

In practice this means the task:

  • aligns with explicit learning intentions and success criteria
  • assesses what has been taught
  • is meaningful, engaging and authentic
  • includes opportunities for effective feedback

7. takes account of any potential risk environments and safety requirements

In practice this means the task:

  • complies with work health and safety (WH&S) guidelines
  • is respectful of, and aligned with, Catholic teachings
  • includes risk analysis, where appropriate (e.g., in relation to field research)